ERIC Number: EJ791386
Record Type: Journal
Publication Date: 2007
Reference Count: 0
I'm Glad Someone Does It!
About Campus, v11 n6 p22-24 Jan-Feb 2007
Remaining motivated requires that educators believe in the essential goodness of humankind and in each person's capacity for self-examination and change. They must also have faith that they can make a positive difference by challenging students, offering resources to support them, and approaching all of their interactions with them with care and compassion. Over the last 20 years, the author has learned that responding to policy violations and ineffective, illegal, or unethical behaviors is a wonderful opportunity to see imperfection as a powerful teacher. Once educators understand that this work is not the place for self-righteousness or judgment of character, they can use their encounters with students to teach them to focus on their learning potential. Like any profession, judicial work has its moments of aggravation, frustration, and surrealism (explaining to a parent why public urination is unacceptable, for example), but they are fleeting and pale in comparison to the powerful lessons and opportunities for reflection and growth. At the most fundamental level, judicial work--and the work of all educators--is about connecting in meaningful ways with their students and positively affecting the world through themselves and their students. The author is glad that she does this job.
Descriptors: Antisocial Behavior, Discipline, Courts, Institutional Role, Interpersonal Relationship, Behavior Problems, Judges, Motivation, Persistence, Altruism, Self Evaluation (Individuals), Individual Development, Administrator Role, Career Choice
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A